Elementary, Middle-level, Secondary,
and All-level
Educational Aide Handbook
College of Education and Human Services
Educator Certification and Academic
Services
Revised May 2011
College of Education and Academic Services
Center for Educator Certification and Academic Services
Dean, College of Education
Dr. Brent Mangus
Interim Assistant Dean
Dr. Gail Johnson
Director, Educator Certification
Jency Holbert
Assistant Director, Educator Accountability
Jill Woodruff
Student Teaching Coordinator
Mitzi Hughes
EC-6 and 4-8 Program Educational Aide Coordinator, Curriculum and
Instruction
Becky Adams
Special Education, Educational Aide Coordinator
Dr. Harvetta Robertson
2
Texas A&M University-Commerce
College of Education and Human Services
Vision and Mission Statement
The Texas A&M University-Commerce Vision:
Texas A&M University-Commerce, as a part of the Texas A&M family of universities, will
become the university of choice for all those seeking a higher education in the Northeast Texas
region and beyond. It will provide traditional and non-traditional learning opportunities through
existing and new programs that set high expectations and goals for student, faculty and staff.
The University will provide a sense of community through a nurturing environment for all
individuals in order to maximize learning, career and personal development. Texas A&M
Commerce will become a place where students, faculty, staff, and community are engaged in
the pursuit of excellence.
The Texas A&M University-Commerce Mission:
Texas A&M University-Commerce provides a personal educational experience for a diverse
community of life-long learners. Our purpose is to discover and
disseminate knowledge for leadership and service in an interconnected and dynamic world. Our
challenge is to nurture partnerships for the intellectual, cultural, social and economic
vitality of Texas and beyond.
The College of Education and Human Services (COEHS) Mission:
The College of Education and Human Services promotes and enhances the development of
researchers, professional practitioners and leaders through the discovery and
dissemination of knowledge.
The College of Education and Human Services (COEHS) Vision:
The College of Education & Human Services will be recognized nationally for our excellence in
practice, programs, research, and services.
Educator Certification and Academic Services Values
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Academic excellence through critical, reflective and critical thinking
Life-long learning
Collaboration and shared decision making
Innovation and openness to new ideas, diversity, and change
Integrity, responsibility, morals, and ethical behavior
Service that enriches the community and state of Texas
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 Elementary, Middle-level, Secondary,
and All-level
Educational Aide Handbook
Table of Contents
Welcome Letter
5
Educator Certification Overview
6
Available Certifications
7
Advisor Information & Qualifications for Aide Program
8
Timeline
9
Internship/Student Teaching Application & Requirements
10
Basic Skills Requirements
11
Exemption from Student Teaching/Internship
Substitution for Experience/ELED/SED 422 Waiver
12
Substitution for Early Field Experience Hours
Being Hired as a Teacher during Student Teaching/Internship
13
Making Application for Standard Certificate
14
Scheduling a Fingerprinting Appointment
15
Teacher Education Admission, Retention and Appeals Guidelines for
Field-based Teacher Education Program
16
Testing Requirements, EC-6 Generalist, SPED, ESL, Bilingual, BLTPT, PPR
20
Testing Requirements, 4-8 ELAR, Mathematics, Math/Science, Science, Social Studies
22
Testing Requirements, All-level SPED
24
Advising Tips - All-level Special Education
25
Testing Requirements – All-level and Secondary Educational Aides (Not SPED)
27
APPENDIX
Educational Aide Responsibility Framework
Texas Educators CODE OF CONDUCT
Reflection Journal Topics
Substitution for Experience Application
Checklist of Requirements for EC-6 Educational Aide Internship
Checklist of Requirements for 4-8 Educational Aide Internship
Checklist of Requirements for All-level, Secondary Educational Aide Internship
Mentor/Master Teacher Observation
4

COLLEGE OF EDUCATION AND HUMAN SERVICES
Dear Educational Aide:
The wise decision you have made to pursue your teacher certification in the College of
Education and Academic Services at Texas A&M University-Commerce will open many doors
for you. The teacher education program at Texas A&M University-Commerce has enjoyed a
reputation of excellence in preparing educators since its inception with the establishment of the
East Texas Normal College in 1889. The College of Education continues to honor its heritage of
distinction in being recognized by the Carnegie Foundation for the Advancement of Teaching as
a Doctoral Research University, a leader in field-based internship/residency district
partnerships, and the recipient of many awards at the local, state, and national level. Your
choice in an educator preparation program will serve you well.
Despite recent challenges in education, you have a great future ahead filled with many
opportunities; one of the most important being that of touching the life of a child. It was most
likely a teacher who made a difference in your life. It was a teacher who saw something special
in you when perhaps no one else did. It was a teacher who encouraged you to develop your
unique gift. It was a teacher who planted a childhood memory that continues to make you smile.
It was a teacher whom you felt a connection with even though you could not exactly describe
why. As students, we do not remember the teaching strategies, the reading methods, or the
structured curriculum, but we sure remember our teachers!
Thank you for your commitment to becoming a teacher and dedicating yourself to working as a
paraprofessional in the Educational Aide program. We realize this may not be an easy path, but
it promises to be rewarding. Your commit to working full time while completing college courses,
planning and teaching lessons, and often conducting many responsibilities of the classroom will
present many rewards in the future. In addition to working in a classroom and attending college
full time, many of you nurture and support your family. You have undoubtedly demonstrated
your commitment to becoming a teacher and the children in your classroom will benefit for a
lifetime.
Congratulations on your decision to become a teacher!
Best wishes,
Jency Holbert
Director, Educator Certification and Academic Services
CENTER FOR EDUCATOR CERTIFICATION AND ACADEMIC SERVICES
P.O. BOX 3011 * COMMERCE, TX 75429-3011 * PHONE: 903.886.5182 * FAX: 93.886.5156 * www.tamucommerce.edu/teacher
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_____________________________________________________________________________
A Member of the Texas A&M University System
EDUCATOR CERTIFICATION
The preparation of teachers and other educational leaders is considered the task of the
entire University at Texas A&M University-Commerce. The Teacher Education Admission,
Retention, and Appeals Committee (TEARAC) composed of faculty and administrators from
each of the Colleges that have teaching fields determine policy for the field-based program.
The field-based program also works closely with partnership school districts through the
Teacher Preparation Program Partnership Council in determining teacher preparation
needs.
Educator Preparation Programs are standard-based, learner-centered, and delivered in a
collaborative, field-based environment. Technology skills and responsiveness to diversity
including ESL and students with special needs are integral parts of the programs. As with all
teacher preparation in Texas, each program completer has an academic specialization,
grade level, and a common core curriculum as a basis for the professional education
sequence. Recommendation for certification is made through the Center for Educator
Certification and Academic Services to the State Board for Educator Certification (SBEC)
when the program, including successful TExES testing in teaching fields and pedagogy, is
completed.
Students in the various programs have a sequence of field experiences that are
delivered in collaboration with partners in the public schools. Multiple schools in the North
East Texas area serve as sites for early field experiences for undergraduate students.
Program Accreditations
Accountability System for Educator Preparation
All educator preparation programs in the COEHS are accredited by the State of Texas. The
over-all initial pass rate for individuals completing the Texas A&M University-Commerce
certification program during 2009-2010 is 97%.
National Report Card – Title II
Ninety-two percent of COEHS students seeking initial teacher certification during 2009-2010
passed all state required assessments in basic skills, professional knowledge/pedagogy,
academic content area, and/or teaching special populations.
Principal’s Survey
The 2009-2010 beginning teacher performance appraisal completed on the Principal’s
Survey designed and disseminated by the Texas Education Agency revealed 82% of all
teacher candidates were well or sufficiently prepared with their overall classroom skills.
.
Teacher Certification in Texas
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In order to become a certified teacher in Texas, an individual must:
demonstrate competency in the basic skills of reading, writing, and mathematics;
earn a bachelor's degree,
completed an approved educator certification program,
complete a field experience (student teaching),
pass state certification examinations in both content and pedagogy, and
apply to the State Board for Educator Certification and be recommended by the
certification program or entity.
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Texas A&M University-Commerce Certifications
EC-6
Generalist
Secondary
Agricultural Science and Technology (6 - 12)
Business Education (8 - 12)
Chemistry (8 - 12)
English/Language Arts/Reading (8 - 12)
Family and Consumer Science (8 - 12)
History (8 - 12)
Journalism (8 - 12)
Life Science (8 - 12)
Mathematics (8 - 12)
Physical Science (8 – 12)
Social Studies (8 – 12)
Spanish (6 – 12)
Speech (8 – 12)
Technology Applications (8 – 12)
4- 8
Generalist
English/Language Arts/Reading
Mathematics
Science
Social Studies
Mathematics/Science Combination
ESL Mathematics
ESL Science
All Level
Art
Health Education
Journalism
Music
Physical Education
Special Education
Theatre
Professional Certificates
Educational Diagnostician
Master Mathematics Teacher (8 – 12)
Master Reading Teacher
Principal
Reading Specialist
School Counselor
School Librarian
Superintendent
Supplemental
Bilingual/ESL
Special Education
The table above lists areas of certification a teacher candidate may seek through Texas A&M
University-Commerce. EC-6, 4 – 8, and Bilingual/ESL certifications are housed in the
Department of Curriculum and Instruction. All-level and Secondary certifications are housed in
the individual content departments. Professional Certificates are housed in the Department of
Educational Leadership.
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Advisor Information
Certification
Area
EC-6 and 4-8
Advisor
Contact
Number
Becky Adams
903.886.5887
Becky_Adams@tamu-commerce.edu
SED
Jency Holbert
903.468.8186
Jency_Holbert@tamu-commerce.edu
SPED
Dr. Harvetta Robertson
903.886.5648
Harvetta_Robertson@tamu-commerce.edu
Mitzi Hughes
903.468.3061
Mitzi_Hughes@tamu-commerce.edu
Deborah Alford
903.468.3082
Deborah_Alford@tamu-commerce.edu
Application
Questions
State Certification
Testing
Email
Qualifications in the Educational Aide Program
Educational Aide
The term Educational Aide describes a student who is currently employed in a TEA recognized
school as a paraprofessional. The classroom placement is required to align with the certification
and grade level being sought. The teacher candidate is required to have a degree plan/evaluation
reflecting an Educational Aide status and complete an Application for Admission: Field-based
Teacher Education Program for Education Aides www.tamu-commerce.edu/teacher the
semester prior to internship. The Educational Aide paraprofessional may apply for a substitution
of experience for one semester of the two internship/residency courses (ELED/SED 422) if the
candidate has been employed as a paraprofessional for a minimum of two (2) years. See “
Substitution for Experience” Educational Aide. Additional course work may be required in order
to meet requirements for the program and graduation.
Educational Aide with Exemption
It appears that effective September 1, 2011, the College for Texans Educational Aide
Exemption will no longer be funded. The paraprofessional who has received federal
educational aide funding prior to fall 2011 may opt to be exempt from student teaching while
employed as an Educational Aide regardless of how long funding was received – one semester,
two semesters etc. - regardless of when student teaching occurred in their program. The
Educational Aide Exemption Program does not have a timeline for when students must complete
their degree program as long as they continue to meet the institutions requirements and
guidelines.
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TIMELINE
Junior Year
 Meet with advisor to review courses and requirements
 Submit Early Field Experience (EFE) Substitution Request if applicable by the
deadline-Spring - March 1st; Fall October 1st.(See page 8)
Semester Prior to Internship
 Check with advisor on eligibility to take TExES content exam(s)
 Register for TExES exams if eligible

 Submit application for student teaching/internship
Spring deadline: November 1
Fall deadline: May 1
Substitution for Experience
Submit application to “sub for experience” (ELED 422 waiver) if applicable
o Required documentation: Substitution for Experience Application:
 Application and Framework (signed by Principal)
 Minimum of two years of experience as an Educational Aide
 One page narrative describing experiences
 Professional Resume
 Professional training documents ( copies of certificates)
 Copy of TEA Educational Aide Certificate
 Two letters of recommendation (immediate supervisor and
principal)
 Performance Appraisals ( minimum of two school years)
 Copy of service record (available in school personnel office &
documenting minimum of two years of experience )
During Internship
 Check with advisor on eligibility to take TExES content exam(s)
 Check with ELED 415 instructor for eligibility to take the TExES PPR
 Register for TExES exams if eligible
 Apply for graduation during the first two weeks of your FINAL semester.
Application found in MyLEO
 Apply for standard certificate
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INTERNSHIP (STUDENT TEACHING) APPLICATION
Educational aides are required to submit an application to the Teacher Education
Program once the degree evaluation has been revised to reflect educational aide status
and during the semester prior to enrolling in ELED/SED 414 or 422. The application
may be found at www.tamu-commerce.edu/teacher and then by following the
“Educational Aides” link. All required documents must be submitted to Mitzi Hughes in
Ed. North 202.
Spring deadline: November 1
Fall deadline: May 1
The following items must be included in the student teaching application packet:
1. Confirmation page (must print after submitting online application)
2. Educational Aide Responsibility Framework (found in Appendix and online)
3. Program Checklist (found in Appendix and online)
INTERNSHIP/RESIDENCY REQUIREMENTS
Internship for educational aides consists of two semesters and required enrollment in
the field experience course, ELED/SED 422 (6 sh). ELED/SED 422 is a course
designed for the classroom field experience and does not meet face-to-face. A
university supervisor will offer support, feedback and evaluate the performance of the
educational aide in the classroom to determine a grade of “Satisfactory (S)” or
“Unsatisfactory (U)”. The educational aide program is equivalent to the
internship/residency requirements of traditional undergraduate students seeking teacher
certification.
The following assignments are required to be completed and submitted to the
supervisor:
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1) Weekly journals (questions included in handbook)
2) Lesson plans for lesson taught during formal observations (3 formal
observations required)
3) Two (2) observations of the mentor or other master teacher conducted by the
Educational Aide
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BASIC SKILLS REQUIREMENTS FOR ADMISSION TO TEACHER EDUCATION
Revised 1/26/2009
TEST
MINIMUM ACCEPTABLE SCORE
READING REQUIREMENT
THEA
250
Accuplacer
88
COMPASS
90
ACT
23 Composite and 23 English
SAT
1070 Combined AND 550 Critical
Reading
MATH REQUIREMENT
THEA/TASP
230
Accuplacer
63
COMPASS
39
ACT math
19
SAT
1070 Combined AND 500 Math
ASSET
38
TAKS
2200 Math
Minimum grade of “C” or better in College Algebra or Business Math
WRITING REQUIREMENT
THEA
220 plus 5 on written essay
Accuplacer
(Sentence Skills 80 and written essay 5)
COMPASS
(score of 59 and written essay of 5)
ACT English
23 Composite and 19 English
SAT Critical Reading
1070 Combined AND 500 critical reading
ASSET
(score of 40 and written essay 5)
TAKS
2200 English/Language Arts AND a 3
Writing subscore
Minimum grade of “C” or better in English Composition
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EXEMPTION FROM STUDENT TEACHING/INTERNSHIP
Funding for the Educational Aide Exemption program has been discontinued effective
with the fall 2011 semester. Until further notice, only Educational Aides who have
received funding through the College for All Texans program prior to fall 2011 may
apply for an exemption from student teaching. In addition to participation in the aide
exemption program, all course work must be completed, program and graduation
requirements met and classroom performance mastered in order to receive an
exemption from student teaching.
A&M-Commerce educational aides enrolled in Student Teaching/Internship (ELED/SED
422) earn 6 credit hours of Professional Development coursework. Educational Aides
who are eligible to request the Student Teaching/Internship exemption are required to
enroll in additional hours of Professional Development course work in order to satisfy
the required number of hours for certification and graduation. The Director of Educator
Certification or a Educational Aide program advisor will determine these course hours.
Eligible Educational Aides (students who have received Educational Aide Exemption
Funding prior to fall 2011) who wish to apply for an exemption from the student
teaching/internship experience based on Administrative Code §21.1088, must contact
the certification office once the degree evaluation has been revised to reflect the
educational aide status and NO LATER than the semester prior to enrolling in ELED
414 or 422. An application for student teaching/internship must also be completed to
verify all certification requirements are met. The Educational Aide Student Teaching
Exemption program will only apply to Educational Aides who have received funding
prior to fall 2011.
SUBSTITUTION FOR EXPERIENCE-ELED/SED 422 WAIVER
Educational aides with two or more years of educational aide experience who are
eligible for a Student Teaching/Internship may submit an application requesting one of
the two semesters of ELED/SED 422 be waived. Please request an application from the
Center for Educator Certification (copy included in handbook). This request must be
submitted with your application for the student teaching/internship.
MINIMUM requirements for a waiver to be granted:
 Submission of required application and ALL documentation (Application included
in Appendix),
o Required documentation: Substitution for Experience Application:
 Application and Framework (signed by Principal)
 One page narrative
 Professional Resume
 Professional training documents ( copies of certificates)
 Copy of Valid Educational Aide Certificate issued by the State
Board of Educator Certification.
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Two letters of recommendation (immediate supervisor and
principal)
Performance Appraisals ( minimum of two school years)
Copy of service record (available in school personnel office )
Two years of experience as an educational aide,
SUBSTITUTION FOR EARLY FIELD EXPERIENCE HOURS
The required application requesting a substitution of aide experience for the early field
experience (EFE) must be completed by the deadline (Spring - March 1st; Fall October
1st). Educational aides submit a shortened version of the application and are not
required to submit the criminal background check. The EFE application may be found
under the Educational Aide, Early Field Experience, Important Information link on the
Educator Certification and Academic Services website. Please note: EFE required in
professional development coursework must be documented by completing the
required log sheet and submitting to the instructor of the class (es) requiring early field
experience.
BEING HIRED DURING STUDENT TEACHING/INTERNSHIP
Educational aides may receive an offer to be hired as the teacher of record during the
student teaching/internship. In addition to a letter/contract from the district, a request for
employment must be submitted and approved by the departmental and program
advisor. Passing score(s) on the appropriate TExES content exam and the offer of a
position in your certification field are required. Please check with the Director of
Educator Certification for eligibility.
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SUBMITTING AN APPLICATION FOR THE STANDARD TEXAS
TEACHING CERTIFICATE
Texas A&M University-Commerce will recommend an educational aide candidate for a
Standard Teaching Certificate once all requirements for certification including the
conferring of a bachelor’s degree have been met. Recommendation typically requires
several weeks after the day of Commencement. The candidate is encouraged to submit
a state teacher certification application to the State Board of Educator Certification
during the final semester of coursework. To begin the process, the candidate must
apply and submit payment for the Texas Teaching Certificate. Procedures follow:
1. Go to SBEC website at http://www.sbec.state.tx.us
 If you have an account, log on. If you have taken a TExES exam you
should have an account. If not,
 Click on "New User? Create New Account" as a first-time user.
2. Once you are logged in, Click on the link APPLICATIONS and then
PROVISIONAL CERTIFICATE TEXAS PROGRAM. Follow directions on the
web page to apply for certificate. Make sure you choose Texas A&M
University-Commerce (university-based). When asked to respond to
SUBJECT; enter your content area.
3. Pay the fees electronically to SBEC. If you hold an educational aide certificate
with SBEC, you are not required to complete fingerprinting a second time.
You may check your APPLICATION STATUS to confirm that your payment
was processed.
4. IF FINGERPRINTING IS REQUIRED, Go to your email account and find an
email from SBEC. OPEN THE EMAIL AND PRINT YOUR FASTPASS.
Complete all information and follow the instructions below for scheduling a
fingerprinting appointment.
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Scheduling a Fingerprinting Appointment
MUST HAVE PRINTED COPY OF FASTPASS BEFORE YOU
BEGIN
1.
2.
3.
4.
5.
6.
7.
Go to www.L1enrollment.com
Click on the “Texas” link
On the next screen choose ONLINE SCHEDULING
Choose BEGIN REGISTRATION
Enter First and Last Name
Step 2-Application ID; please select “Education”
The next screen will ask you to select the ORI number from
your FAST fingerprinting application. This number should
include TX for Texas.
8. The next screen will ask if you are being printed for a volunteer
position; SELECT NO.
9. The next screen will ask you to enter your Agency Assigned
Applicant Number (begins with SB). This number will also be
located on your FASTPASS form. Please be careful to enter it
as it appears on your FASTPASS.
10. Step 3 is choosing your location; ENTER A ZIP CODE.
Locations near this zip code will appear for your selection.
11. Choose a location and follow the instructions.
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TEACHER EDUCATION ADMISSION, RETENTION, AND APPEALS
COMMITTEE GUIDELINES FOR UNDERGRADUATE TEACHER EDUCATION
PROGRAM
The Teacher Education Admission, Retention, and Appeals Committee (TEARAC) is
composed of Texas A&M University-Commerce faculty directly involved with educator
preparation and content areas appointed by the Chair of the Committee. The Committee
Chair is appointed by the Dean of the College of Education and Human Services.
TEARAC is charged with setting educator preparation admission and retention
requirements, as well as hearing student appeals for individual exceptions to the approved
admission and retention requirements as they relate to the student’s admission and
retention status.
The Center for Educator Certification and Academic Services (CECAS) is responsible for
facilitating the admission, retention, and certification process within the framework of
TEARAC requirements.
Prior to beginning internship/residency placement:
1. Senior Standing (completion of approximately 90 semester hours of college coursework)
or baccalaureate degree.
2. Grade of “C” or better in public speaking course as required in baccalaureate degree
program.
3. Satisfactory completion of the Basic Skills Requirements.
4. Overall GPA of 2.50.
5. Completion of all professional development and content teaching field/specialization
courses required before internship/residency with a 2.50 GPA in each area and no
grade below a “C.”
6. Successful interview with public school personnel resulting in an internship placement.
Prior to beginning resident placement (if second semester of internship is required):
1. Completion of all professional development and content teaching field/specialization
courses required before residency with a 2.50 GPA in each area and no grade below a
“C.”
2. Continued overall GPA of 2.50.
APPEAL OF ADMISSION CRITERIA
A student who does not meet the established admission criteria may appeal to TEARAC to
begin internship or residency, with the following exceptions:
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A student may not appeal to begin an internship placement without completing
a successful interview resulting in a confirmed placement.
A student may not appeal a “Departmental review and non-approval to interview and
begin internship.”
A student may not appeal a low GPA.
A student may not appeal a low Basic Skills Requirement score (Reading, Writing, or
Math).
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However, a student may appeal a grade below a “C” only if
a. the student’s overall GPA is 2.50 or above, and
b. the student’s department gives written approval for the student to appeal to
TEARAC.
RETENTION IN THE TEACHER EDUCATION PROGRAM
In order to be retained in the Teacher Education Program a student must:
1. Continue to meet admission standards.
2. Remain in good standing with the Instructional Leadership Team (ILT) (mentor teacher
campus principal and university supervisor) and school placement Principal.
3. Make satisfactory progress toward teacher certification.
Definition of satisfactory progress:
Satisfactory progress is required of a student completing an internship, residency, or
internship/residency. If for any reason a student withdraws after being admitted to the
Teacher Education Program, the student must appeal to TEARAC to begin again. A
student’s academic record will be re-evaluated to determine if the student requires
additional or modified coursework in pursuit of the certification being sought, and if current
admission criteria are met. Courses may change based on the re-evaluation and the
student may not be re-admitted if all current admission criteria are not met.
Who may initiate dismissal from the Teacher Education Program?
1. Teacher Education Admission, Retention, and Appeals Committee (TEARAC): If a
student does not meet the established admission criteria, or is not satisfactorily pursing
certification, the student will be dismissed from the Teacher Education Program. In
addition, a TEARAC review of a student in reference to an academic or professional
behavioral concern may be requested by A&M-Commerce or public school personnel at
any stage in the Teacher Education Program.
2. Instructional Leadership Team (ILT): A student may be dismissed from internship or
residency by a recommendation to the principal from the student’s field-based
Instructional Leadership Team (ILT). This recommendation will result in the student no
longer being retained in the Teacher Education Program.
3. Principal (school placement): A student may be dismissed from internship or residency
by a recommendation and letter from the principal of the school where the student is
placed. This may occur if the principal determines that it is in the best interest of K-12
learners or the intern/resident that the field experience be terminated. This
recommendation will result in the student no longer being retained in the Teacher
Education Program.
Reasons for dismissal from internship or residency and the Teacher Education
Program may include, but are not limited to the following:

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
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Failure to meet course requirements
Lack of progress demonstrating the five state proficiencies of: learner-centered
knowledge, learner-centered communication, learner-centered professional
development, learner-centered instruction, and equity in excellence for all learners
Lack of progress or success on a growth plan
Violation of the Code of Ethics and Standards for Texas Teachers
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Non-adherence to the Intern Commitment Contract Violation of school district and/or
campus rules and regulations Excessive tardiness, absences, or failure to complete
or make-up days missed in the field Failure to respond to feedback from the ILT
Procedures for removing a student from internship or residency:

If dismissal is due to a violation of established admission or retention criteria, the
Center for Educator Certification and Academic Services (CECAS) will notify the
student in writing of the grounds for dismissal and due process.

If dismissal is resulting from an ILT or school placement principal recommendation, a
request to terminate the placement will be generated by the principal. The principal
will send a letter to the Director of the NET CPDT/Educator Field Experiences and
Certification. This letter will convey that it is in the best interest of K-12 learners or
the intern/resident that the internship/residency field experience be terminated. After
this occurs, the university liaison or site/center coordinator will schedule a meeting
with the student, the university liaison, and the NET CPDT Director to inform the
student of the decision to terminate the placement and dismiss the student.

DUE PROCESS RIGHTS IN THE TEACHER EDUCATION PROGRAM
Students who wish to appeal admission or retention criteria may schedule a meeting
with the Teacher Education Admission, Retention, and Appeals Committee to ask
that an individual exception be made. In some cases, an appeal to TEARAC will not
be granted (see above). If an appeal is granted, TEARAC will review all
documentation and any oral deliberation to determine if an exception should be
made.
If TEARAC determines that an exception should not be made, the student will not
have the opportunity to re-enter the Teacher Education Program. If the student
believes that the correct procedures were not followed, as written here-in, the
student may appeal to the Dean of the College of Education and Human Services.
The Dean's charge will be to determine if procedures were correctly followed. The
Dean’s decision is final. Students who wish to appeal dismissal resulting from an ILT
or principal recommendation may also schedule a meeting with the Teacher
Education Admission, Retention, and Appeals Committee. The Committee’s charge
is to review the evidence to determine if professional judgment was exercised and if
there was a rational basis for the decision. If the Committee determines that
professional judgment was not exercised, or that there was no rational basis for the
decision, the Committee will recommend that the ILT and/or principal reevaluate the
decision. The reevaluated decision by the ILT and/or principal is final.
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EC-6
Certification
19
Testing Requirements


EC-6 Generalist-TExES # 191
Successful completion of ELED 412 the second summer semester prior to
internship
Advisor approval. Advisors may approve prior to taking ELED 412 if candidate
only lacks 6 hours of coursework not including internship courses [ELED 414,
415, 422 (6 hours)]. The two courses may not be in the same content field.



All level SPED-TExES #161
Passing scores on EC-6 Generalist
Have completed all SPED specialization courses or have advisor approval
Representative form is required


ESL Supplemental-TExES # 154
Passing scores on EC-6 Generalist
Have completed all ESL specialization courses


Bilingual Supplemental- TExES # 164
Passing scores on EC-6 Generalist
Have completed all Bilingual specialization courses


TOPT or Bilingual Target Proficiency Test (BLTPT)
Passing scores on EC-6 Generalist
Advisor Approval
EC-12 Pedagogy and Professional Responsibilities (PPR) - TExES #160 (Effective
September 1, 2011)
 Passing scores on EC-6 Generalist
 Approval from ELED 415 instructor
*ONLY ONE TEST APPROVAL IS GIVEN AT A TIME
**PASSING SCORES REQUIRED BEFORE NEW APPROVAL GIVEN
Certification Level
EC-6 Generalist
EC-6 Generalist w/SPED
EC-6 Generalist w/ESL
EC-6 Bilingual Generalist
Required tests
#191 EC-6 Generalist
#160 EC-12 PPR
#191 EC-6 Generalist
#160 EC-12 PPR
#161 All Level SPED
#191 EC-6 Generalist
#160 EC-12 PPR
#154 ESL Supplemental
#191 EC-6 Generalist
#160 EC-12 PPR
#164 Bilingual Supplemental
TOPT or BLTPT
20
4-8
Certification
21
ADVISEMENT GUIDES
Please contact a Curriculum and Instruction Advisor
regarding program availability.
Testing Requirements
4-8 CONTENT EXAMS
(TExES # 113-English Language Arts and Reading, #115-Mathematics,
# 114-Mathematics/Science, #116-Science, or #118-Social Studies)
 Completion of all content coursework
 Departmental approval (department may require representative form
be taken)
EC-12 Pedagogy and Professional Responsibilities (PPR) - TExES # 160
(Effective September 1, 2011)
 Passing scores on Content exam
 Approval of ELED 415 instructor
Certification Level
4-8 Math, Science, Social Studies,
ELAR or Math/Science
Content w/ESL
Required tests
TExES Content Exam
#160 EC-12 PPR
TExES Content Exam
#160 EC-12 PPR
# 154 ESL Supplemental
22
ALL-LEVEL
SPED
Certification
Testing Requirements/SPED only
ALL-LEVEL SPED-TExES # 161
 Completion of all Special Education Coursework and advisor
approval.
 Representative form (practice test) is required. Contact Dr.
Harvetta Robertson at 903-886-5648 for departmental approval
and the Student Assessment Office at 903-886-5122 to arrange
a testing date.
EC-12 Pedagogy and Professional Responsibilities (PPR) - TExES # 160
 Passing scores on the TExES #161
 Approval of ELED/SED 415 instructor
Certification Level
ALL- LEVEL Special Education
Required tests
TExES #161 All Level SPED Exam
#160 EC-12 PPR
To be “highly qualified” according to No Child Left
Behind/Elementary Secondary Education Act standards, a
special education teacher must also have an additional
content exam.
The EC-6 Generalist, 4-8 Generalist, or a secondary
content exam are recommended.
“Highly qualified” also varies according to assignment.
Additional certification exams may be taken by “exam
only” upon certification and added to the original
certificate.
24
Advising Tips
Special Education All-Level Program
Ed. Aides
1) Refer to program-at-a-glance advising guide.
2) Students should have made arrangements with their district. Districts should be aware that
some courses require daytime attendance. This will mean working with the ed. aide to cover
their duties when they are away from home campuses.
3) Supervision for the official residency semesters will be conducted through the Certification
Office. Aides must apply to the Teacher Education Program the semester before beginning
residency. Contact person: Mitzi Hughes in the Cert. Office.
4) Students will continue to work in their current role during the residency semesters, with some
possible “specialized” requirements added. Arrangements must be made to meet the alllevel expectation of the degree. This means that they will be required to spend some time
with a mentor outside their current placement. For instance, an aide in a HS setting would
need to spend some time with an elementary mentor and classroom. An average of and
hour a day has been suggested, but the Cert. Office approves this time on a case-by-case
basis.
5) Students will take at least two certifying exams: 1) EC-12 SpEd, 2) EC-12 PPR. For Highly
Qualified status, the state will require an additional content test (EC-6 Generalist, 4-8
Generalist, or Secondary Content Exam). The representative (practice) test must be taken
before approval is given for the EC-12 Exam. This is administered through the Student
Assessment Office (a $20 fee is charged). It is recommended that students take their SPED
test early during their residency. Other certification exams are also taken during, or
immediately after, the residency semester(s).
6) Students must meet the Basic Skills/Requirements for Admission to Teacher Education. See
page 6 of this handbook for details.
7) Some special education courses are offered on a rotation basis, rather than each term. It is
strongly recommended that students make enrolling in these courses a priority when they
are included on the course schedule.
8) HHPK 324 can be substituted for HHPK 274.
9) The following courses require early field experience (EFE) hours: Reading 350 and 370,
ElEd or SED 300. Aides must complete the online application and turn in a log sheet to their
instructors.
10) Students must have 60 hours before they will be allowed to take Psy 310.
11) Many of the courses in the first two columns of the plan have summer offerings. The
majority of SPED courses are only offered during the fall and spring terms.
12) ETEC 424 has a prerequisite of ETEC 224 or CSCI 126. If students have not already taken
these courses, special permission from SED may be needed before they can register for
ETEC 424. Students should know that 424 is not an “entry-level” course. The instructor
will assume that they have the “basics” when they enroll in 424.
13) Students should note other courses that have prerequisites.
14) Review other notes in right column of advising guide and become familiar with using the
degree evaluation function in MyLEO.
25
COLLEGE OF EDUCATION AND HUMAN SERVICES
LastName________________________________First_______________________SS#_________________________
TEXAS A & M UNIVERSITY-COMMERCE -- ED. AIDE WAIVER -Non-Part. Address__________________________________________ Phone__________________________
____________________________________________ Email:
SPECIAL EDUCATION MAJOR STAND-ALONE, ALL-LEVEL CERTIFICATE
ADVISEMENT GUIDE FOR A BACHELOR’S DEGREE (Updated 4/2/09)
Students must complete degree requirements of a catalog that is within five years of their graduation date.
UNIVERSITY STUDIES
43 Semester Hours
EDUCATIONAL COMPONENT
15 Semester Hours
SPECIALIZATION: SPED
21 Semester Hours
STUDENTS ARE RESPONSIBLE FOR
MEETING THE FOLLOWING GRADUATION
REQUIREMENTS (PLUS ANY OTHERS LISTED
IN TAMU-C GENERAL CATALOG)
Course
Transfer TAMU-C Grade
Prefix & Number
S.H..
S.H.
Course
Transfer TAMU-C Grade
Prefix & Number S.H..
S.H.
Psy 300
NA
3
SpEd 346
ElEd or SED 200
NA
3
SpEd 420
NA
3
Eng--6 s.h.
101_____________________________________
102_____________________________________
Math--3 s.h.
141_____________________________________
Hist--6 sh
121_____________________________________
122_____________________________________
Psci--6 s.h.
220 or 211_______________________________
221 or 212 ______________________________
Spc--3 s.h
111 or 245 or 348_________________________
ETEC 424
NA
3
SpEd 449
NA
3
HHPK 274
NA
3
SpEd 463
NA
3
ElEd or SED 300
NA
3
SpEd 464
NA
3
4. A minimum of 60 s.h. must be completed at
TAMU-C or another senior institution.
SpEd 475
NA
3
5. 24 of the last 30 s.h. must be taken thru TAMU-C.
SpEd 478
NA
3
6. No "D's" in Major.
SEE CATALOG FOR
COMPLETE
LISTING FOR:
Math 350
3
Math 351
3
Course
Transfer TAMU-C Grade
Prefix & Number S.H.
S.H.
Rdg 350
3
ElEd 422 and
SED 414
Rdg 360
3
INSTRUCTIONS: fill in the appropriate boxes
with sem hrs & grades (& crs. #’s as needed) you
have completed at this time. Add courses to this
guide as you complete them.
Course
Transfer TAMU-C Grade
S.H.
S.H.
Science--8 s.h.
l._______________________________________
2.______________________________________
Vis/Perf Arts--3 s.h.
1.______________________________________
Humanities--3 s.h.
1.______________________________________
Soc/Behav
Sci--3 s.h.
l.______________________________________
INTERDISCIPLINARY STUDIES
30 Semester Hours
Course
Transfer
Prefix & Number S.H.
TAMU-C
S.H.
Grade
RESIDENCY
12 Semester Hours
(Can be completed in two consecutive
semesters.)
SED 422 and
SED 415
Two from:
Rdg 370 , 380,
or 415
6
IS 351
3
IS 352
3
Psy 310
3
Psy 316
3
3
NA
NA
NA
NA
3
3
3
3
2_______________________________________
2. Degree programs must include 30 S.H. taken at
TAMU-C, including 24 advanced level.
3. Degree programs must include a total of 36 advanced
level semester hours.
7. Must apply to Teacher Education Program the semester prior to taking any of the “Residency” courses.
8. Must have acceptable scores on the THEA (Reading
250, Math 230, Writing 220) prior to enrolling in
SED 414.
9. Must maintain a 2.5 GPA with nothing lower than
a “C” in the combined Education Component and
Residency sections, and separately in the Interdisciplinary Studies and SpEd Specialization sections.
10. Starting with the Fall 2007 catalog, students may drop
no more than 6 classes over the course of their
undergraduate career.
Before filing for graduation, get approval (advisor’s
and/or certification officer’s initials) for any course
which is substituted for one required.
(TOTAL 121 Sem. Hrs.)
Physical Ed, Wellness, or Marching Band
2 s.h.
1._______________________________________
1. JLE must be passed.
**Note: A student receiving the Ed. Aide
This degree program must include a minimum
of 120 sem. hrs. (max of two 1 hr. PE. Courses
or marching band.)
waiver may choose to take two additional
26 financial
campus-based courses to replace ElEd and SED
422. Replacement courses must be approved by
the department.
_________________________________
Major Advisor
_________________________________
ALL-LEVEL
Or SED
Certification
(Not SPED)
27
Degree Evaluation for ALL-LEVEL and Secondary
Educational Aides (not SPED)
Professional Development Coursework
SED 414, 415 and 422 (6 hours) will be substituted for student
teaching/internship block. See the Director of Educator
Certification for substitutions.
Testing Requirements
TExES Content Test
 Departmental Approval (some departments may require representative
form)
EC-12 Pedagogy and Professional Responsibilities (PPR)
TExES # 160 (Effective September 1, 2011)
 Passing scores on CONTENT exam
 Approval of ELED/SED 415 instructor
Certification Level
ALL- LEVEL Certification
6-12 or 8-12 Certification
Spanish
Required tests
TExES Content Exam
#160 EC-12 PPR
TExES Content Exam
#160 EC-12 PPR
ExCET Spanish and TOPT (only
available until August 2010) OR
LOTE (beginning October 2009)
#160 EC-12 PPR
28
APPENDIX
29
Educational Aide Responsibility Framework
Ed. Aide: A copy of the Educational Aide Framework is to be presented to and signed
by your mentor(s) teacher and principal. The signed copy must then be returned with
the completed Educational Aide application. If there are any questions, please contact
Mitzi Hughes at 903-886-5182.
Instructional Leadership Team: The purpose of this “responsibility” framework is to
make all members of the Instructional Leadership Team aware of certain duties that
should be fulfilled (ILT = University Supervisor, Educational Aide, Campus Mentor
Teacher, and Campus Principal/Administrator). This document reflects our common
interests in preparing educational aides to become certified teachers.
Texas A&M University-Commerce will…
1. Screen applicants to insure that he/she meets university Teacher Education Program
standards. Aides should apply for admissions the semester prior to enrolling in ELED
414 or 422 for EC-4 and 4-8, or any internship equivalent course for 8-12 or All
Level.
2. Provide on-going training to the educational aides through formal university courses,
seminars, assigned professional development opportunities, and clinical supervision by a
university supervisor.
3. Recommend the educational aide for Texas teacher certification upon the satisfactory
completion of all requirements of the educational aide/teacher education program.
The University Supervisor will…
1. Provide on-site evaluation of the educational aide during his/her internship courses.
2. Maintain open lines of communication regarding educational aide progress/growth.
3. Provide any and all documentation of professional growth to all ILT members when
requested.
4. Serve as the liaison between the university and school district.
1.
2.
3.
4.
5.
6.
7.
The Educational Aide will…
Understand and meet all requirements for admission to the A&M-Commerce Teacher
Education Program.
Comply continuously with all retention standards and maintain satisfactory progress toward
certification.
Understand that the Educational Aide Program is designed for aides who are “working
directly with students in a [TEA accredited] school district,” within a 70 mile radius of
Commerce or Mesquite. Texas Education Code (§54.214)
Continue to be employed in a placement where the educational aide is obtaining the
“appropriate knowledge and skills through field-based experiences in the desired content
area and grade level.” (SBEC Executive Director, February 17, 1998) Note: the “desired
content area and grade level” should be the educational aide’s target certification.
Perform instructional duties in, at least but not limited to, 4 hours per day where the
educational aide is “doing the work of a teacher of record.” For example, lesson planning,
delivering instruction, implementing classroom management plan, grading, communicating
with parents, etc… At least one hour (total of 80 hours) must be in the area in which he/she
is pursuing certification.
Observe mentor(s) and other master teachers.
Focus on continual growth and apply suggestions coming from members of the ILT.
30
The Campus Mentor Teacher is asked to…
1. Provide professional support and guidance to the educational aide in the areas of classroom
management, best teaching practices, instructional strategies, curriculum development,
lesson planning, procedures for the first days of school, district and building policies,
learning resources, special needs students, professional development, and other areas of
concern to the educational aide.
2. Provide ongoing professional assistance in meeting district expectations in teaching. This
support may include informal classroom visits, modeling of effective teaching practices, peer
coaching sessions, etc…
The Campus Principal and District is asked to…
1. Verify that the educational aide is performing instructional duties, at least but not limited to,
four hours per day. One hour per day (total of 80 hours) must be in the area in which they
are pursuing certification, and they must be “doing the work of a teacher of record”. For
example, lesson planning (long range and daily), delivering instruction, implementing
classroom management plan, grading, communicating with parents, etc…
2. Assign a campus mentor teacher to the educational aide prior to the beginning of the school
year. The mentor teacher will be an experienced, well-qualified, teacher who teaches at the
same level as the educational aide (elementary vs. secondary) and in the same building as
the educational aide. As the school year progresses, establish a network of mentors who
will be available to support the educational aide.
3. Provide opportunities for the educational aide to observe mentor and other master teachers.
4. Discuss, from time-to-time, the educational aide’s growth with the assigned mentor and
university supervisor.
(Revised Summer 2005)
Signature of Applicant: _________________________________ Date: _________________________
Signature of Principal: _________________________________ Date: _________________________
31
CODE OF ETHICS
Texas Administrative Code
Rule §247.2 Code of Ethics and Standard Practices for Texas Educators
(a) In compliance with the Texas Education Code, §21.041(b)(8), the State Board for Educator
Certification (SBEC) adopts an Educators' Code of Ethics as set forth in §247.2 of this title
(relating to Code of Ethics and Standard Practices for Texas Educators). The SBEC may
amend the ethics code in the same manner as any other formal rule.
(b) The Texas educator shall comply with standard practices and ethical conduct toward
students, professional colleagues, school officials, parents, and members of the community
and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the
profession, shall respect and obey the law, demonstrate personal integrity, and exemplify
honesty and good moral character. The Texas educator, in exemplifying ethical relations with
colleagues, shall extend just and equitable treatment to all members of the profession. The
Texas educator, in accepting a position of public trust, shall measure success by the progress
of each student toward realization of his or her potential as an effective citizen. The Texas
educator, in fulfilling responsibilities in the community, shall cooperate with parents and
others to improve the public schools of the community. This chapter shall apply to educators
and candidates for certification.
The SBEC is solely responsible for enforcing the Educators' Code of Ethics for purposes
related to certification disciplinary proceedings. The Educators' Code of Ethics is enforced
through the disciplinary procedure set forth in Chapter 249 of this title (relating to
Disciplinary Proceedings, Sanctions, and Contested Cases) pursuant to the purposes stated
therein.
(c) As provided in §249.5 of this title (relating to Purpose), the primary goals the SBEC seeks to
achieve in educator disciplinary matters are:
(1)
Professional Ethical Conduct, Practices and Performance.
(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in
deceptive practices regarding official policies of the school district, educational institution,
educator preparation program, the Texas Education Agency, or the State Board for Educator
Certification (SBEC) and its certification process.
(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies,
personnel, property, or equipment committed to his or her charge for personal gain or
advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement,
expenses, or pay.
(D) Standard 1.4. The educator shall not use institutional or professional privileges for
personal or partisan advantage.
(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that
impair professional judgment or to obtain special advantage. This standard shall not restrict the
acceptance of gifts or tokens offered and accepted openly from students, parents of students, or
other persons or organizations in recognition or appreciation of service.
32
(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
(G) Standard 1.7. The educator shall comply with state regulations, written local school
board policies, and other state and federal laws.
(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a
responsibility on the basis of professional qualifications.
(I) Standard 1.9. The educator shall not make threats of violence against school district
employees, school board members, students, or parents of students.
(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or
supervise the youth of this state.
(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her
employment history, criminal history, and/or disciplinary record when applying for subsequent
employment.
(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled
substances and/or abuse of prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property
or during school activities when students are present.
(2) Ethical Conduct toward Professional Colleagues.
(A) Standard 2.1. The educator shall not reveal confidential health or personnel information
concerning colleagues unless disclosure serves lawful professional purposes or is required by
law.
(B) Standard 2.2. The educator shall not harm others by knowingly making false statements
about a colleague or the school system.
(C) Standard 2.3. The educator shall adhere to written local school board policies and state
and federal laws regarding the hiring, evaluation, and dismissal of personnel.
(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political,
professional, or citizenship rights and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the
basis of race, color, religion, national origin, age, gender, disability, family status, or sexual
orientation.
(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment
in order to influence professional decisions or colleagues.
(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a
complaint with the SBEC or who provides information for a disciplinary investigation or
proceeding under this chapter.
(3) Ethical Conduct toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students
unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a
student or minor in a manner that adversely affects or endangers the learning, physical health,
mental health, or safety of the student or minor.
33
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent
facts regarding a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program,
deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender,
disability, national origin, religion, family status, or sexual orientation.
(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in
physical mistreatment, neglect, or abuse of a student or minor.
(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic
relationship with a student or minor.
(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any
person under 21 years of age unless the educator is a parent or guardian of that child or
knowingly allow any person under 21 years of age unless the educator is a parent or guardian of
that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator.
(H) Standard 3.8. The educator shall maintain appropriate professional educator-student
relationships and boundaries based on a reasonably prudent educator standard.
(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student
or minor, including, but not limited to, electronic communication such as cell phone, text
messaging, email, instant messaging, blogging, or other social network communication. Factors
that may be considered in assessing whether the communication is inappropriate include, but
are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact
or a romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual
attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or
the student.
Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg
1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective
December 26, 2010, 35 TexReg 11242
34
Reflection Journal (Email to university supervisor WEEKLY)
Name:
Date:
Activities/Experiences observed this week:
Reflection:
A. What worked and went well:
B. How might you improve on what you observed:
35
College of Education and Human Services
Center for Educator Certification and Academic Services
SUBSTITUTION FOR EXPERIENCE APPLICATION/Educational Aide
Name__________________________________________SSN_________________CWID____________
Address________________________________________City_________________State____Zip_______
Home Phone (____) ________________________E-mail address________________________________
EC-6_____, 4-8_____, 8-12_____, or EC-12_____ CONTENT FIELD___________________________
Check the requirement you wish to be waived based on your experience or training:
Fall (ELED/SED 422) _____
or
Spring (ELED/SED 422) ____
Instructions
Students may apply for a substitution of experience and/or professional training in lieu of one semester of
internship required for teacher certification. To be considered for exemption, you must hold an
Educational Aide Certificate through the State Board of Educator Certification and have at least two full
years of experience. Submit the application and portfolio to: Texas A&M University-Commerce,
Director of Educator Preparation, PO Box 301l, Commerce, TX 75429-3011. For additional info call
903-886-5182.
Requirements--ALL DOCUMENTATION MUST BE SUBMITTED IN ONE PACKET
Applicant must submit a portfolio of qualifications consisting of the following:
1. One-Page Narrative. Narrative should describe experiences, accomplishments, and abilities, as well
as justification for why you believe a substitution should be granted. These should relate to your
teaching field
2. Resume. Detail educational experience, work experience, professional training, and other relevant
experience. These should relate to your teaching field.
3. Professional training documentation. Examples may include such things as certificates of
completion or published description of training. These should relate to your teaching field.
4. Copy of Educational Aide certificate. May be printed from www.sbec.state.tx.us.
5. Experience documentation. Submit two letters of recommendation from individuals in a position to
verify the nature and quality of work experience, one of which must include your immediate
supervisor and it is recommended that the second be from an administrator at your current school.
Letters should support the request that the applicant’s experience be substituted for specific
program requirements.
6. Official performance appraisals from at least two different school years
7. A copy of your service record. This document may be obtained from the school’s personnel office.
Application
I am applying for substitution of experience for the aide exemption Internship/Residency. I have read and
understand the requirements for applying for substitution and/or professional training for experience in
the Educator Certification Department at Texas A&M University-Commerce. I further understand that
submission of this application with the required portfolio does not constitute automatic acceptance of my
experience.
__________________________________________________________ ___________________
Applicant’s Signature
Date
CREDIT APPROVED FOR THE FOLLOWING COURSES
Fall (ELED/SED 422) _________ Spring (ELED/SED 422) ___________
__________________________________________________________ ___________________
Director of Educator Preparation
Date
36
Early Childhood – 6th Grade
Checklist of Requirements - Educational Aide Program
Name: __________________________________ CWID : _____________________
Endorsement Area(s) (i.e. Sped, ESL, Bilingual)___________________________________________
Check if
completed
Requirements
Date to Be
Completed
Overall GPA 2.5 or higher
2.5 GPA with all grades “C” or above in Pre-Internship
Courses (professional development area)
2.5 GPA with all grades “C” or above in supplemental area(s)
(i.e. Sped, ESL, Bilingual)
Have completed and received passing grades in the following:
Math 350
SPED 346
IS 351 or IS 352 (must complete both, but may lack one
and be cleared for internship)
Have completed all the following Pre-Internship (professional
development) courses with grade of “C” or above
ElEd 412 Effective Teaching and Personal Growth
ElEd 300 Introduction to Teaching (requires observation)
Psy 300 Learning Processes and Development
Rdg 350 Reading and Literacy I (requires observation)
Rdg 360 Word Analysis Skills
Rdg 370 Reading and Literacy II
Complete courses in the Specialization Area – with grade of
“C” or above (You may lack only one course and begin
Internship) - ECE 313, ECE 364, ECE 366, ECE 460,
including Sped, ESL, Bilingual (if applicable)
Completed EC-6 Generalist Major courses with grades “C” or
above and with a 2.5 GPA
A grade of “C” or above in a public speaking (Speech) course
unless a post baccalaureate
Completion of Basic Skills Requirement – Reading
Completion of Basic Skills Requirement - Math
Completion of Basic Skills Requirement - Writing
ElEd 300 EFE Evaluation + documented 30 hours of
observation
Completed approximately 80 semester hours of college
coursework
Departmental approval
No Action
Required by
Applicant
No Intern may take more than a total of 15 semester hours during the intern semester.
37
VERIFY
Office Only
4-8th GRADE
Checklist of Requirements - Educational Aide Program
Name: __________________________________ CWID : _____________________
Endorsement Area(s) (i.e. Sped, ESL, Bilingual)___________________________________________
Check if
completed
Requirements
Date to Be
Completed
Overall GPA 2.5 or higher
2.5 GPA in specialization / teaching field, i.e. (Math, Science,
Social Studies, Eng Language Arts) and grade of “C” or above
2.5 GPA with all grades “C” or above in endorsement area (SpEd
Bilingual, ESL) (if applicable)
Have completed all the following Pre-Internship (professional
development) courses with grade of “C” or above
ElEd 300 Introduction to Teaching (requires observation)
Psy 300 Learning Processes and Development
RDG 380 Comprehensions and Vocabulary
MLED 314 Young Adolescent Development
Specialization / Teaching Field Courses
- Complete specialization courses with grades of “C”or above.
Note: may lack only two specialization courses prior to Internship
Major / Interdisciplinary Studies courses completed with all
grades “C” or above, and 2.5 GPA
Completed Math 350
Completed SPED 346
A grade of “C” or above in a public speaking (Speech) course
unless a post baccalaureate
Completion of Basic Skills Requirement – Reading
Completion of Basic Skills Requirement - Math
Completion of Basic Skills Requirement - Writing
ElEd 300 EFE Evaluation + 30 hours of documented observation
Completed approximately 80 semester hours of college coursework
Departmental approval
No Action
Required
by
Applicant
No Intern may take more than a total of 15 semester hours during the intern semester.
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VERIFY
Office Only
ALL LEVEL and Secondary
Checklist of Requirements - Educational Aide Program
Name: __________________________________ CWID : _____________________
Endorsement Area(s) (i.e. Sped, ESL, Bilingual)___________________________________________
Check if
Date to Be
completed Completed
Requirements
Overall GPA 2.5 or higher
2.5 GPA with all grades “C” or above in teaching fields
2.5 GPA with all grades “C” or above in endorsement area(s) (i.e.
Sped, ESL, Bilingual)
CSci 126 or ETec 224 completed with a passing grade (if applicable)
Have completed with a 2.5 GPA and all grades of “C” or above in the
following Pre-Internship (professional development) courses:
SEd 200 Schools, Community and Society, if applicable
(requires 10 hours observation)
SEd 300 Introduction to Teaching (requires 30 hours observation)
Psy 300 Learning Processes and Development
ETec 424 Integrating Technology into Curriculum in FB
Rdg 380 Comprehensions and Vocabulary
Note: All-Level Sped students may take Rdg 370 or Rdg 380
By internship/resident semester must lack no more than 6 hours or 2
courses in teaching field
A grade of “C” or above in a public speaking (speech)
Completion of Basic Skills Requirement – Reading
Completion of Basic Skills Requirement - Math
Completion of Basic Skills Requirement - Writing
SEd or ElEd 300 EFE Evaluation + documented 30 hours of
observation
Completed approximately 80 semester hours of college coursework
Departmental approval
No
Action
Required
by
Applicant
No Intern may take more than a total of 15 semester hours during the intern semester.
39
VERIFY
Office Only
Texas A&M-Commerce AC Program
Mentor/Master Teacher Observation
(Completed by the AC Intern)
Mentor/Master Teacher ___________________
Campus: ________________
AC Intern_______________________________
Date: ___________________
Classroom Observation
1. Describe the observed class/activity (class make-up, lesson focus, instructional
techniques, class involvement, etc.):
2. What were the strong points (re: teacher and/or learner)? List at least two.
3. What seemed to motivate the class?
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4. What seemed to influence or contribute to good classroom behavior?
5. What questions or comments do you have as a result of this observation that
would improve your teaching skills?
Intern’s Signature__________________________________Date_________________
Upon completion of each Mentor/Master Teacher Observation, please provide a
copy to your UNIVERSITY SUPERVISOR.
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